General Information
This subject provides students with an introduction to the principles of psychological assessment. The subject examines the rationale for psychological assessment and covers topics such as test norms, reliability, validity, test development, and test item analysis. The subject provides an overview and critical evaluation of various tests currently used within applied areas of psychology, with an emphasis on personality and cognitive assessment. The tutorial program and assessment are designed to assist students' understanding of the content covered in the lectures and to give students an appreciation of the issues and difficulties surrounding test construction.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC71-403 Subject title: Principles of Psychological Assessment Subject level: Postgraduate Semester/Year: January 2022 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended study hours
Attendance and learning activities: -
Resources
Prescribed resources: Books
- Shum, D. (2017). Psychological Testing and Assessment. (3rd ed.)., South Melbourne Oxford
Others
- Australian Psychological Society APS Code of Ethics. Supplement to Guidelines for the use of psychological tests Guidelines for the use of psychological tests..
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC71-403 |
| Subject title: | Principles of Psychological Assessment |
| Subject level: | Postgraduate |
| Semester/Year: | January 2022 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | Books
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Explain how the science and practice of psychology is influenced by social, historical, professional and cultural contexts, and evaluate psychologists' behaviour in relation to ethics and the "National Practice Standards for the Mental Health Workforce".
- Write a standard research report using APA structure and formatting conventions.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Cultural responsiveness applied to psychological assessment, including with Aboriginal and Torres Strait Islander cultures.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Written Report Test Development: Develop Your Own Scale 50% Week 9 2,3,4 *Competency Test Demonstrate application of principles of psychological assessment to 10 case scenarios. Case scenarios released in week 12(day of lecture), submission in week 13. 50% Week 13 1,2,3,4,5 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Written Report | Test Development: Develop Your Own Scale | 50% | Week 9 | 2,3,4 |
| *Competency Test | Demonstrate application of principles of psychological assessment to 10 case scenarios. Case scenarios released in week 12(day of lecture), submission in week 13. | 50% | Week 13 | 1,2,3,4,5 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
At postgraduate level this subject assumes prior knowledge of basic statistics using SPSS, including data entry, recoding data, calculating composites, calculating descriptives (M, SD, etc), correlation coefficients, and t-tests.
Subject curriculum
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Introduction
Overview, history, and the ethics of psychological testing.
SLOs included
- Explain how the science and practice of psychology is influenced by social, historical, professional and cultural contexts, and evaluate psychologists' behaviour in relation to ethics and the "National Practice Standards for the Mental Health Workforce".
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Cultural responsiveness applied to psychological assessment, including with Aboriginal and Torres Strait Islander cultures.
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Test norms
The use of norms in test interpretation. Crucial components in evaluating test norms and standardisation are described.
SLOs included
- Write a standard research report using APA structure and formatting conventions.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Cultural responsiveness applied to psychological assessment, including with Aboriginal and Torres Strait Islander cultures.
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Reliability
Reliability of psychological tests. Approaches to measuring reliability and the importance of standard error of measurement.
SLOs included
- Write a standard research report using APA structure and formatting conventions.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
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Validity
Validity of psychological tests. This lecture covers how to know if a test measures what it purports to measure. Approaches to gather validity evidence are demonstrated.
SLOs included
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Cultural responsiveness applied to psychological assessment, including with Aboriginal and Torres Strait Islander cultures.
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Intelligence
Brief description of theories of intelligence. Review of the most widely used individually administered measures of intelligence.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Cultural responsiveness applied to psychological assessment, including with Aboriginal and Torres Strait Islander cultures.
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Personality
Brief overview of psychological personality theories, and application to psychological testing.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Cultural responsiveness applied to psychological assessment, including with Aboriginal and Torres Strait Islander cultures.
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Clinical and Mental Health Testing
Most widely used psychological tests in clinical practice. National Practice Standards for the Mental Health Workforce.
SLOs included
- Explain how the science and practice of psychology is influenced by social, historical, professional and cultural contexts, and evaluate psychologists' behaviour in relation to ethics and the "National Practice Standards for the Mental Health Workforce".
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
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Organisational assessments
Organisational testing and assessment. Application of psychological testing to personnel selection and career interests.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Cultural responsiveness applied to psychological assessment, including with Aboriginal and Torres Strait Islander cultures.
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Neuropsychological Testing
The main domains covered in neuropsychological testing, with illustration of tests widely used.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
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Forensic Psychological testing
Contexts for forensic psychological evaluations and relevant tests.
SLOs included
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Cultural responsiveness applied to psychological assessment, including with Aboriginal and Torres Strait Islander cultures.
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Educational testing and assessment
Individually and group administered measures of achievement.
SLOs included
- Explain how the science and practice of psychology is influenced by social, historical, professional and cultural contexts, and evaluate psychologists' behaviour in relation to ethics and the "National Practice Standards for the Mental Health Workforce".
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Cultural responsiveness applied to psychological assessment, including with Aboriginal and Torres Strait Islander cultures.
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The future of testing.
Review of new directions in psychological testing.
SLOs included
- Explain how the science and practice of psychology is influenced by social, historical, professional and cultural contexts, and evaluate psychologists' behaviour in relation to ethics and the "National Practice Standards for the Mental Health Workforce".
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.